The importance of being REF-able

The project has a short article published on the excellent LSE Impact blog, on the importance of being REF-able, as part of the Accelerated Academy series. In it, we discuss the interaction between research evaluation frameworks and academics’ individual career goals, their sense of scholarly identity, and their disciplinary norms and practices. In the week or so since it was published, it’s been retweeted and shared many times, and I’ve been asked for links and hard copies via ResearchGate. Perhaps it has touched on something close to the heart of those working in academia? The article can be found here.

To blog or not to blog, that is the question

Our PI Karin participated in a public lecture in Lancaster last week on the theme of Teaching, Tweeting, and Trolling – Our Online Worlds.  In addition, I had the pleasure of going to Sweden to give talk at Stockholm University’s department of English on behalf of the Academics Writing project. In both of these talks we shared findings on how academics’ writing practices have been affected by technological changes.

We asked our participants if they did any writing on digital platforms such as Twitter, blogs, and Facebook, and found a bit of a trend across the disciplines (bearing in mind that our sample is too small to draw generalisations). Not many of the mathematicians used these platforms, while historians tended to speak rather more positively about them, even if they didn’t actually use them much.

The reasons our participants have given for not engaging with these new genres of writing include a perception that they were trivial or inconsistent with their professional identity. For example, one participant (a statistician) said, “I don’t necessarily approve of Twitter and Facebook so I tend to avoid them”. But these feelings of disapproval were not shared by everyone, and others were keen to use these platforms.

One History professor said, “I lay awake sometime last week thinking maybe I should have a blog. Haven’t got around to it. But the blogs I do read, some of them are terrific.” Another historian expressed similarly positive views: “I am really interested in the idea of blogs and sometime, maybe when I retire, I might get into blogs. I think they are really fun. I don’t do Twitter either. All those modes of communication seem quite interesting.”

The language these historians use speaks of the potential pleasures and creativity of these forms of writing, yet their take-up is constrained by the need to produce other, more privileged genres. This was particularly clear in David’s comment, “A lot of the work is grey literature where people have written blog pieces. I think that’s opened my eyes to what’s possible in that area but yes, if there’s time – I think it’s always a question of time. Again, that work is not valued by the university as far as I can see.” Although he saw potential in these forms of writing, particularly in terms of communicating to audiences beyond the academy, he acknowledged that peer-reviewed, scholarly publications take priority, partly driven by institutional demands to produce REF-able research outputs.

Where do you stand on these hybrid genres? Are they appropriate for academics? Should institutions value them more or would this simply add to already heavy workloads?


The long word club

One of my pet peeves is conference speakers who sit down and put on their reading glasses. This is a sure sign that they’re about to eschew slides and read their paper aloud. Moreover, the paper will be crowded with abstract concepts described entirely through words of 8 syllables or more.

It may be called “a conference paper“, but this does not make it acceptable to inflict 30 minutes of unsupported listening on a tired audience. The projector is there for a reason.

I’d been moaning about this when my colleague Mary sent me a link to a blog post by Mark Carrigan,  in which he discusses  sociologists’ habit of writing in unsociably dense, turgid prose.  Carrigan quotes Les Back in the Art of Listening,  comparing academics to “bookish limpets” (2007, p. 163).  So if we recognise our own weaknesses in this regard, what should we do about them?

James Mulholland  has argued that rather than attempting to make complex research more accessible to general audiences, we should simply embrace esoteric knowledge and technical language as intrinsic aspects of dealing with complex ideas. Stay in your ivory towers, he urges, and write books that few people will read.

Carrigan suggests that blogging and tweeting offer possibilities for making academics’ writing more engaging and opening it up to a wider readership. While I’m not completely convinced that that academics who blog are not already preaching to the converted, I do think that Mulholland is missing the point somewhat. The debate is not about whether we should change the books we write, but how we might persuade more people to read those we do write.

The title of this post was inspired by / stolen from:

Gardener, S. (1992). The long word club: The development of written language within adult fresh start and return to learning programmes. Brighton: RaPAL.